Search for: All records

Software testing is a critical skill for computing students, but learning and practicing testing can be challenging, particularly for beginners. A recent study suggests that a lightweight testing checklist that contains testing strategies and tutorial information could assist students in writing quality tests. However, students expressed a desire for more support in knowing how to test the code/scenario. Moreover, the potential costs and benefits of the testing checklist are not yet examined in a classroom setting. To that end, we improved the checklist by integrating explicit testing strategies to it (ETS Checklist), which provide step-by-step guidance on how to transfer semantic information from instructions to the possible testing scenarios. In this paper, we report our experiences in designing explicit strategies in unit testing, as well as adapting the ETS Checklist as optional tool support in a CS1.5 course. With the quantitative and qualitative analysis of the survey responses and lab assignment submissions generated by students, we discuss students' engagement with the ETS Checklists. Our results suggest that students who used the checklist intervention had significantly higher quality in their student-authored test code, in terms of code coverage, compared to those who did not, especially for assignments earlier in the course. We also observed students' unawareness of their need for help in writing high-quality tests. 

Teaming is a core component in practically all professional software engineering careers, and as such, is a key skill taught in many undergraduate Computer Science programs. However, not all teams manage to work together effectively, and in education, this can deprive some students of successful teaming experiences. In this work, we seek to gain insights into the characteristics of successful and unsuccessful undergraduate student teams in a software engineering course. We conduct semi-structured interviews with 18 students who have recently completed a team-based software engineering course to understand how they worked together, what challenges they faced, and how they tried to overcome these challenges. Our results show that common problems include communicating, setting and holding to deadlines, and effectively identifying tasks and their relative difficulty. Additionally, we find that self-reflection on what is working and not working or external motivators such as grades help some, but not all, teams overcome these challenges. Finally, we conclude with recommendations for educators on successful behaviours to steer teams towards, and recommendations for researchers on future work to better understand challenges that teams face. 

Software testing is an essential skill for computer science students. Prior work reports that students desire support in determining what code to test and which scenarios should be tested. In response to this, we present a lightweight testing checklist that contains both tutorial information and testing strategies to guide students in what and how to test. To assess the impact of the testing checklist, we conducted an experimental, controlled A/B study with 32 undergraduate and graduate students. The study task was writing a test suite for an existing program. Students were given either the testing checklist (the experimental group) or a tutorial on a standard coverage tool with which they were already familiar (the control group). By analyzing the combination of student-written tests and survey responses, we found students with the checklist performed as well as or better than the coverage tool group, suggesting a potential positive impact of the checklist (or at minimum, a non-negative impact). This is particularly noteworthy given the control condition of the coverage tool is the state of the practice. These findings suggest that the testing tool support does not need to be sophisticated to be effective.